Search

Introduction: Medical students often describe the gross anatomy course as both stressful and a rite of passage. Research differs as to whether the stress it engenders is significant or transitory. This qualitative study of first year anatomy student reports on the use of optional creative projects to promote reflection and reduce stress. Methods: Over a three year period, 115 students, or 38.72% of all eligible students, opted to complete 1-2 arts or written creative projects during the anatomy course. Of these, 34 students gave us permission to analyze their projects, while 12 project completers and 12 project noncompleters were interviewed to determine their views about the projects. Researchers developed coding schema and interview schedules that were used to assess and interpret the data. Findings: On average, over a three year period, a little less than 40% of students selected the creative project option, with approximately equal numbers of male and female students represented. Comparing types of projects, art works were more celebratory and less reflective than written works. Comparing phases of projects, initial projects appeared more conflicted, while later projects showed more desensitization, appreciation, and satisfaction. Students expressed anxiety and ambivalence about anatomy and employed various defense mechanisms to resolve their feelings. Students completing projects reported that they both reduced stress and caused them to develop a richer appreciation for both anatomy and medicine as a whole, while noncompleters acknowledged that viewing the projects helped them to better understand their own experience of anatomy. Conclusions: For some students, creative projects may offer a more reflective and introspective way of wrestling with the ambivalent emotions anatomy raises than simple desensitization strategies of exposure.

The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students.Over a three-year period, 115 of 297 students completed creative projects. Thirty-four project completers and 47 non-completers consented to participate in the study. Projects were analyzed for professionalism themes using grounded theory. A subset of project completers and non-completers were interviewed to determine their views about the stress of anatomy and medical school, as well as the value of the creative projects. We also compared test performance of project completers and non-completers.Projects completed early in the course often expressed ambivalence about anatomy, whereas later projects showed more gratitude and sense of awe. Project completers tended to report greater stress than noncompleters, but stated that doing projects reduced stress and caused them to develop a richer appreciation for anatomy and medicine. Project completers performed significantly lower than non-completers on the first written exam (pre-project). Differences between groups on individual exams after both the first and second creative project were nonsignificant.For some students, creative projects may offer a useful way of reflecting on various aspects of professionalism while helping them to manage stress.

The Plexus board would like to thank you for picking up our magazine. Being in the healthcare field can be demanding at times, emotionally and mentally, and many of us like to release our inner artist. We hope that you enjoy looking at, and reading, our work. Some of it was made to relax, some of it is to gain insight, and some of it is just for fun! This magazine is put together by a large board of Editors, over the span of a year, and collects hundreds of pieces of art from UCI School of Medicine students, faculty, physicians, employees, and even patients. All the work is judged by a fifty-person panel and then organized and published. And it’s all organized by medical students who love art and the support of our faculty advisor, Dr. Johanna Shapiro (who also loves art)! We hope the contributed work has an impact and you’ll keep your eyes out for our future editions. Thanks again dear reader!Sincerely,The EditorsThe Editorial Board would like to recognize and thank the following sponsors for their unwavering support! The School of Medicine Deans Office, The Office of Educational Affairs, The Office of Admissions, Last Year’s Board, who made us who we are today, Carroll Rudy, and Dale Fakuda from Printing Division Inc. Thanks!!!Faculty Advisor: Dr. Johanna Shapiro M.D.Co-Editors-in-Chief: Rod Mortazavi, Neera SodhiManaging Editor: Julie HuiSenior Editors:Audio: Wesley RyanHospital Beautification: Christina UmberVisual Arts: Neera SodhiCreative Writing: Dana SteenhardLayout and Design: Rod MortazaviMarketing and Outreach: Julie HuiAssociate EditorsAudio: George MittendorfHospital Beautification: Janet HoVisual Arts: Charitha ReddyCreative Writing: Mohammed Shaikh, Jennifer AllooLayout and Design: Steven Chan, Maheen Hassan, Peter McQueenMarketing and Outreach: Mohammed ShaikhSelection Committee: Alexander Lin, Madhukar PatelUCI School of Medicine (c) 2008 PLEXUSPublished work has been contributed by UCI School of Medicine students, physicians, faculty, staff, alumni, and patients

Sponsors: School of Medicine Dean’s Office, Office of Educational Affairs, Office of AdmissionsThe PLEXUS staff wishes to recognize the hard work and support of the following individuals:Ellena Peterson, PhD, Gayle Pierce, Linda Hill, Carroll Rudy, Dale Fukuda from Printing Division.The Senior Editors also wish to thank Sarah Mourra and Boback Ziaeian for their endless guidance and encouragement.Co-Editors-in-Chief Jamie “Akiva” Kahn; Mariam NaqviManaging Editor: Pooya JavidanSenior EditorsAudio: Lauren CheungBeautification Project: Janet LimCreative Writing: Jamie “Akiva” KahnLayout & Design: Mariam NaqviMarketing & Outreach: Janet LimVisual Arts: Vicky MillayAssociate EditorsAudio: Wesley RyanBeautification Project: Christina UmberCreative Writing: Dana SteenhardLayout & Design: Rod MortazaviMarketing & Outreach: Julie HuiVisual Arts: Neera SodhiSelection Editors: Antony Hazel; Pooya Javidan; Jane LeeSelection Committee: Sarah Blaschko; Brian McMichael; Sarah Mourra; Manijeh Torki; Roya Saisan; Tracy Slone; Josh Waltzman; Randy Wei; Boback ZiaeianFaculty Advisors: Elizabeth Morrison, MD; Johanna Shapiro, PhDPlexus Audio provides audio artists with a way to showcase their talents. All of the work hasbeen created by affiliates of the UC Irvine School of Medicine and Medical Center. We hope that you enjoy the large variety of innovative and creative works and stay tuned for future developments from Plexus Audio.Senior Audio Editor: Lauren CheungAssociate Audio Editor: Wesley Ryan WWW.PLEXUSAUDIO.COMUCI School of Medicine  (c) 2007 PLEXUSPublished works were contributed by UCI School of Medicine students, faculty, staff, alumni, and patients.

The PLEXUS staff wishes to recognize the hard work and support of the following individuals: Dean Thomas Cesario MD, Ellena Peterson MD, Gayle Pierce, Linda Hill, Carroll Rudy, Dale Fukuda from Printing Division. Co-Editors-in-Chief: Sarah Mourra, Boback Ziaeian Senior EditorsAudio: Joshua WaltzmanCreative Writing: Sarah MourraLayout & Design: Boback ZiaeianMarketing & Outreach: Manijeh TorkiVisual Arts: Grace Sun Associate EditorsAudio: Lauren CheungCreative Writing: Akiva KahnLayout & Design: Mariam NaqviMarketing & Outreach: Janet LimVisual Arts: Vicky MillaySelection Editors: Antony Hazel, Pooya Javidan, Jane LeeSelection Committee: Sarah Blaschko, Rasha Hindiyeh, Meghann Kaiser, Brian McMichael, C. Gail Ryan, Roya Saisan, Lena R. Schultz, Tracy Slone, Randy WeiFaculty Advisors: Johanna Shapiro, PhD; Lloyd Rucker, MD

Introduction. Medical students often describe the gross anatomy course as both stressful and a rite of passage. Research differs as to whether the stress it engenders is significant or transitory. This qualitative study of first year anatomy student reports on the use of optional creative projects to promote reflection and reduce stress.Methods. Over a three year period, 115 students, or 38.72% of all eligible students, opted to complete 1-2 arts or written creative projects during the anatomy course. Of these, 34 students gave us permission to analyze their projects, while 12 project completers and 12 project non-completers were interviewed to determine their views about the projects. Researchers developed coding schema and interview schedules that were used to assess and interpret the data.Findings. On average, over a three year period, a little less than 40% of students selected the creative project option, with approximately equal numbers of male and female students represented. Comparing types of projects, art works were more celebratory and less reflective than written works. Comparing phases of projects, initial projects appeared more conflicted, while later projects showed more desensitization, appreciation, and satisfaction. Students expressed anxiety and ambivalence about anatomy and employed various defense mechanisms to resolve their feelings. Students completing projects reported that they both reduced stress and caused them to develop a richer appreciation for both anatomy and medicine as a whole, while non-completers acknowledged that viewing the projects helped them to better understand their own experience of anatomy.Conclusions. For some students, creative projects may offer a more reflective and introspective way of wrestling with the ambivalent emotions anatomy raises than simple desensitization strategies of exposure.

Sponsors: School of Medicine Dean’s Office, Office of Educational Affairs, Office of Admissions, School of Medicine Alumni AssociationThe PLEXUS staff wishes to recognize the hard work and support of the following individuals: Dean Thomas Cesario MD, Alberto Manetta MD, William Gustin MD, Warren Wiechmann, Betty Crowley, Gayle Pierce, Linda Hill, Carroll Rudy, Al Stoffel from Shoreline Press.Co-Editors-in-Chief: C. Gail Ryan, Randy Wei(Fall Editor-in-Chief) Brian McMichaelSenior EditorsAudio: Jon-Paul Pepper, Jeanette WallerCreative Writing: Sarah MourraLayout & Design: Randy WeiMarketing & Outreach: Ken LamVisual Art: Tracy SloneAssociate EditorsAudio: Joshua WaltzmanLayout & Design: Boback ZiaeianMarketing & Outreach: Shahrouz GanjianSpecial Events: Manijeh TorkiVisual: Grace SunSelection Committee: Sarah Blaschko, Nick Athanasiou, Philip Reich, Eric Hegedus, Roya Saisan, Salina Lee, Meghann Kaiser, Christine Chan, Mary Wang, Troy Pulas, Lena R. Schultz, Glen MooreFaculty Advisors: Johanna Shapiro, PhD, Lloyd Rucker, MDAre you interested in more art from the Plexus journal of Arts and Humanities? Plexus Audio is proud to present audio Art created by affiliates of the UC Irvine School of Medicine and Medical Center.  In its second year of production, Plexus Audio is showcasing talent that is sure to keep you interested and entertained, so check it out at www.plexusaudio.com Enjoy.Plexus Audiowww.plexusaudio.comUCI School of Medicine (c) 2005 PlexusPublished works were contributed by UCI School of Medicine students, faculty, staff, and alumni.

Of all the transferences that emerge in the consultation room, sexual feelings are by far the least talked about and the most challenging for therapists to manage. When sexualized transference [...]

Abstract Background The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students. Methods Over a three-year period, 115 of 297 students completed creative projects. Thirty-four project completers and 47 non-completers consented to participate in the study. Projects were analyzed for professionalism themes using grounded theory. A subset of project completers and non-completers were interviewed to determine their views about the stress of anatomy and medical school, as well as the value of the creative projects. We also compared test performance of project completers and non-completers. Results Projects completed early in the course often expressed ambivalence about anatomy, whereas later projects showed more gratitude and sense of awe. Project completers tended to report greater stress than noncompleters, but stated that doing projects reduced stress and caused them to develop a richer appreciation for anatomy and medicine. Project completers performed significantly lower than non-completers on the first written exam (pre-project). Differences between groups on individual exams after both the first and second creative project were nonsignificant. Conclusion For some students, creative projects may offer a useful way of reflecting on various aspects of professionalism while helping them to manage stress.

There are over 50 million adults aged 65 or older in the United States, representing 15% of the U.S. population (United States Census Bureau, 2018). There are too few geriatric psychiatrists to serve this population. Annually, small numbers of psychiatrists are choosing to pursue careers in Geriatric Psychiatry, with fewer than 60 individuals completing subspecialty training in Geriatric Psychiatry each year (ACGME, 2019). To meet the needs of this diverse population, clinical training in Geriatric Psychiatry must be comprehensive and evolve to ensure trainees graduate with requisite practical competence in areas within their purview. Medicolegal issues arise in the routine care of older individuals across different settings and situations, necessitating a firm understanding, knowledge and assessment skill of relevant medical, psychosocial and cognitive factors that may have legal importance. The teaching of forensic aspects of Geriatric Psychiatry varies across fellowship programs and Forensic Psychiatry fellowships often do not have an elder law component or explicit curriculum addressing the forensic needs of the older adult. Thus, Geriatric Psychiatry fellowship training is the ideal place to educate the future cohort of geriatric psychiatrists serving the older population in forensic matters. UCLA has developed an interdisciplinary curriculum involving integrative encounters combining the education of Geriatric Psychiatry fellows and law students and ending with the practical experience of a mock trial. Participants of this symposium will gain knowledge necessary to develop an integrative educational curriculum for Geriatric Psychiatry fellows that results in procurement of skills to serve as an expert witness, to write expert reports and to testify for probate or conservatorship hearings. [ABSTRACT FROM AUTHOR]